Studying Dialogue as a Mode of Discourse in a Course on Dialogue.

Autor/inn/en	Peters, John M.; Alderton, Stephen L.
Titel	Studying Dialogue as a Mode of Discourse in a Course on Dialogue.
Quelle	(2003), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Discourse; Adult Programs; Adult Students; College Faculty; Dialogs (Language); Discourse Analysis; Higher Education; Nontraditional Education; Nontraditional Students; Teaching Methods + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fakultät; Dialog; Dialogs; Dialogue; Dialogues; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study was undertaken in response to the need for research on alternative teaching and learning approaches in higher education. It focused on the experiences of 14 adult learners in a nontraditional classroom environment, as perceived by the learners themselves and by outside observers. The study also focused on a particular mode of classroom discourse, itself a promising new form of teaching and learning. It is about dialogue, a way that students and teachers can think together. Ethnographic and phenomenological techniques and outside observer ratings (from four graduate students) were used to collect and analyze data. Themes derived from interview results, field notes, and frequency counts based on observers ratings described participants experiences with dialogue in a course designed to help participants experience with three types of teaching and learning, and outside observers rated participants use of selected types of questions. The results are consistent with studies in the area of dialogue and collaborative learning. Themes that stood out for special discussion included: (1) the role of strong interpersonal relationships in creating and sustaining dialogue; (2) the critical factor of time to learn, practice, and develop dialogue skills; (3) differences in how dialogue is understood; and (4) the relationship of the dialogue process to three types of learning and teaching. Six appendixes contain study questions and definitions. (Contains 21 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01